我就喜歡這樣的妳

Grammar can be interesting and informative at the same time. Also, Grammar can be taught in inductive way which let students to find the rules on their own. The following lesson plan is the K1 level of native speakers and the K 5-7 level for ESL students. 

   How to use inductive way to introduce NOUN ? 

 first class introduce what is Noun? the definition of Noun 

warm up : 

free talk : today we are going to plat quick draw. 

Divide the class into four groups and give each group different worksheet. 

group 1 worksheet with different people 

group 2 worksheet with different places

group 3 worksheet with different objects

group 4 worksheet with different feelings or emotions  

 Second class : inflectional morpheme ( grammatical s 

 What is the specific purpose of the activity?

Students can tell the differences between voiced and voiceless sounds by putting a hand on the throat.Students are able to know how to pronounce the inflectional morpheme correctly by playing “Buzz vs Miss Wonder”

Students can read the assigned picture book articulately

 teaching material : 

Each group will have a set of Quiddler, a bag of Nouns and a “ZS”plate.

Teacher will choose four different levels of picture books that fit in different ability of students.

For example, Higher level students can use “Fly guy” , middle level students can use “Pete the Cat I can read series” and lower level students can use “David goes to school.”

warm up : 

Teacher divides the class into four groups by using homogeneous grouping.

Teacher invites all the students to sit on the mat and introduces two characters of the picture book. They are BUZZ and MISS WONDER.

Teacher puts emphasis on the sound of “Z” and “S” and invites students to put a hand on the apple of the throat to feel the vibration of “Z” and the stillness of “S”

presentation

Teacher invites one student from each group to play “HIT” game as a demonstration.

Teacher takes out “Quiddler” and ZS plate and puts it in the middle of the table.

 “HIT” game rule:

Teacher flips one card and students have to tell whether its voiced or voiceless and hit BUZZ or MISS.

Give the whole class 6 minutes to play the game.

Times up. Ask questions, “Who can tell me some voiced or voiceless sounds?” 

Meanwhile, teacher draws a big T bar on the board to introduce voiced or voiceless sounds.

Then, teacher shows show common Proper Nouns like McDonalds, HERSHEY'S KISSES, Doritos and Cheetos. Ask questions, “Can you pronounce those names?” “How do you pronounce the s or es?” Offer them more examples to guide them find the rules.

Rule: The ending is pronounced /s/ after a voiceless sound, it is pronounced /z/ after a voiced sound and is pronounced /ɪz / or /əz/ after a sibilant sound.

practice: categorize game 

J First Round

Teacher takes out a bag of Noun and ZS plate and puts it in the middle of the table.

Teacher invites one student from each group to play “Buzz vs Miss Wonder” game as a demonstration.

Teacher flips one card and students have to tell whether its s pronounced as z or s and hit BUZZ or MISS.

Give the whole class 5 minutes to play the game.

Invite each group to write S or ES on the end of each Noun.  ( quiet time )

J Second Round.

Each player will have four Noun cards and everyone counts to three to show the cards.

They have to read the words out, put the card into correct place, and make a sentence as fast as you can.

Give the whole class 6 minutes to play the game.

Quiet time: extend the experience from Noun to Verb

production 

Teacher invites all the students to sit on the mat and introduces the picture book “Pete the Cat”.

Teacher leads the class to do Guided reading (whole – group – individual )

Then, teacher gives each group an assigned picture book and invites students to read it out one by one.

wrap up: feedback & simple Q and A

invite students to give some example of  noun

 GRAMMAR POINT 

The ending is pronounced /s/ after a voiceless sound, it is pronounced /z/ after a voiced sound and is pronounced /ɪz / or /əz/ after a sibilant sound: Voiceless: helps /ps/ -- sits /ts/ -- looks /ks/

VOICED: b,d, g,v,th, z,j,m,n,ng,l,r,w, y

VOICELESS: p, t, k, f,th, s, sh, h,ch

字尾讀音是「無聲子音」：/p/, /k/, /f/ >>> s 發音 /s/

字尾讀音是「母音」和「有聲子音」：/b/, /g/, /v/, /l/, /r/, /m/, /n/, /ŋ/ >>> s 發音 /z/

字尾讀音是 /s/, /z/, /ʃ/, /tʃ/, /dʒ/, /ʒ/ >>> s (es) 發音 /z/

third class： common noun vs proper Noun 

warm up 

set up a situation : field trip to Atlanta  

free talk with students 
 

presentation 

divide the class into four group to discuss four topic. Give each group a big paper to write down all the key words. 

each group has an ipad or phone for them to google information or spellings

1. place to go

2. food to eat 

3. transportation: public 

4. snacks you may bring 

each group has chance to do the show and tell and teacher use different color pen to circle common noun and proper noun 

when all the group finish their presentation, teacher pastes all the papers on the board and invites students to find the differences between two different type of Nouns. 

teacher concludes with the definition of common noun and proper noun 

  A common noun  is any noun that does not name anything specific. Therefore, a common noun is any person, place, or thing but not the particular names of those people, places, or things

  A proper noun is a noun that identifies a single entity and is used to refer to that entity, such as London, Jupiter, Sarah, or Microsoft.

practice: categorize game 

give each group a bag of noun, a worksheet with T chart, and two glues. 

give each group five minutes to categorize Nouns into common noun and proper noun and paste on the worksheet. 

production 

each group choose one side and use some of Nouns to make a story of the field trip. 

compare with two stories to see which one is more specific and why? 

wrap up: feedback & simple Q and A

invite students to give some example of proper noun

 Feedback 

 youtube 

 https://www.youtube.com/watch?v=sVKMguevamQ